Structured pairing in a first-year electrical and computer engineering laboratory: the effects on student retention, attitudes, and teamwork

• Autores: Nicholas D. Fila, Michael C. Loui
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. 4, 2014, págs. 848-861
• Idioma: inglés
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• Resumen

  • This paper describes a simple technique, structured pairing, for organizing student teams in engineering instructional laboratories.This technique was adapted from pair programming, which was previously found to improve student confidence, satisfaction, andretention in computer science. A study of structured pairing was implemented in a large required course for first-year students inelectrical and computer engineering. Six laboratory sections implemented structured pairing, and the other seven laboratorysections operated in a traditional way (i.e., unstructured team interactions). Data were collected from a student survey, two focusgroups, and course enrollment records. Structured pairing students reported significantly higher confidence in laboratory tasks andsatisfaction with the course and teamwork experiences. Focus group data indicated that structured pairing students experiencedreciprocal scaffolding (i.e., students acknowledged that they learned from each other). Short-term retention in engineering did notdiffer significantly between structured pairing and traditional section students. These findings suggest that structured pairing is amore engaging and motivating alternative to traditional laboratory teaming methods.